This unit of study has been designed primarily to meet the learning area outcomes listed above. There are opportunities to engage students in other relevant areas of the Society and Environment curriculum, such as Resources or Natural and Social Systems. While these may be valuable for students, the focus should remain on delivering objectives against the desired Learning Area Outcomes.
Through exposure to new technologies and deliberate variety in lesson planning and delivery, this unit of study aims to engage students in the inquiry process on an ongoing basis. While there is less time set aside for traditional self-directed research, the focus shift towards creative outputs by students, in the form of wiki's, concept maps and propaganda posters, is inherently valuable to students and supported by educational research.
The context of this study, a future in turmoil - the result of poor policy that did not consider possible negative consequences - is changeable and adaptable. In this unit of study, the 'backstory' was deemed relevant, as year ten students consider resource use in economics and climate change is a significant issue throughout the Society and Environment course.
METHODOLOGY
The partners in the 2020 Foresight project have underpinned this unit of study with the principles of social constructivism. Students work together to create resources that will assist them in completing their individual assessments later in the unit. As a result, students should gain a number of transferable skills and find themselves better prepared for higher education and the world around them.
The actual teaching strategy is based upon current research in the area of Computer Supported Collaborative Learning. The benefits of this strategy include:
Students have the choice to work together, or individually.
Students are encouraged to share ideas, online and in person, with their peers.
Prepares students for upper school, higher education and beyond.
Increases student motivation.
Promotes innovation from teachers and students.
The teacher's role as always in this environment is multi-faceted. Research shows that strong support for students, frequent engagement and interaction and being organised are all vital to the success of this strategy. Any teacher considering this approach to a unit of study focussing on online inquiry should consider the following demands on their skills:
Administrative: does the planning of this unit ensure that it will run smoothly in the classroom ?
Design: will this unit of study guide students to successfully meet the desired learning outcomes ?
Facilitation: as a teacher, are you able to ensure that the theoretical social benefits are delivered and enhance learning through your management of lessons ?
Evaluation: do your students know what they are being asked to do, and how they are to meet these objectives ?
Technical: do you have the skills to overcome unforeseen technical issues and in so doing foster confidence in your teaching and the resources available to students ?
Social constructivism is an incredibly valuable addition to educational theory. When paired with increasingly interactive web-based content, students are able to work collaboratively and create their own resources and understanding. The limits to success are now down to preparation and classroom management. In short, a huge amount has changed in teaching, but some things never will ...
This unit of study has been developed as a means to breathe new life into the concept of an inquiry project. Where in the past teachers may have compiled a detailed and prescriptive workbook for groups or individuals to complete, the social constructivist model calls for greater creativity in the process, and results in greater student ownership of the material developed.
As with any unit of study, the skills of the teacher, as a facilitator, administrator and classroom manager will greatly impact upon the overall success of individual students in meeting the desired outcomes. Engaging activities and the use of new technologies, [ used by students to enhance their learning, rather than directly teaching them ], are the facets that make this unit of study worthwhile and hopefully an effective resource for teachers and students alike.
GOVERNMENT AND LAWS
YEAR LEVEL
10
LEARNING AREA OUTCOMES
Active Citizenship
Investigation, Communication, Participation
INTRODUCTION
This unit of study has been designed primarily to meet the learning area outcomes listed above. There are opportunities to engage students in other relevant areas of the Society and Environment curriculum, such as Resources or Natural and Social Systems. While these may be valuable for students, the focus should remain on delivering objectives against the desired Learning Area Outcomes.
Through exposure to new technologies and deliberate variety in lesson planning and delivery, this unit of study aims to engage students in the inquiry process on an ongoing basis. While there is less time set aside for traditional self-directed research, the focus shift towards creative outputs by students, in the form of wiki's, concept maps and propaganda posters, is inherently valuable to students and supported by educational research.
The context of this study, a future in turmoil - the result of poor policy that did not consider possible negative consequences - is changeable and adaptable. In this unit of study, the 'backstory' was deemed relevant, as year ten students consider resource use in economics and climate change is a significant issue throughout the Society and Environment course.
METHODOLOGY
The partners in the 2020 Foresight project have underpinned this unit of study with the principles of social constructivism. Students work together to create resources that will assist them in completing their individual assessments later in the unit. As a result, students should gain a number of transferable skills and find themselves better prepared for higher education and the world around them.
The actual teaching strategy is based upon current research in the area of Computer Supported Collaborative Learning. The benefits of this strategy include:
The teacher's role as always in this environment is multi-faceted. Research shows that strong support for students, frequent engagement and interaction and being organised are all vital to the success of this strategy. Any teacher considering this approach to a unit of study focussing on online inquiry should consider the following demands on their skills:
Social constructivism is an incredibly valuable addition to educational theory. When paired with increasingly interactive web-based content, students are able to work collaboratively and create their own resources and understanding. The limits to success are now down to preparation and classroom management. In short, a huge amount has changed in teaching, but some things never will ...
CONCEPT MAP
Link
PROJECT MANAGEMENT PLAN
Link
LEARNING AREA OUTCOME MAPPING
Link
LESSON PLANS
Link
CONCLUSION
This unit of study has been developed as a means to breathe new life into the concept of an inquiry project. Where in the past teachers may have compiled a detailed and prescriptive workbook for groups or individuals to complete, the social constructivist model calls for greater creativity in the process, and results in greater student ownership of the material developed.
As with any unit of study, the skills of the teacher, as a facilitator, administrator and classroom manager will greatly impact upon the overall success of individual students in meeting the desired outcomes. Engaging activities and the use of new technologies, [ used by students to enhance their learning, rather than directly teaching them ], are the facets that make this unit of study worthwhile and hopefully an effective resource for teachers and students alike.